Links to other organisations and sites

 

Related organisations in the UK:

  • BAAL LKALE (British Association for Applied Linguistics special interest group on Linguistics and Knowledge About Language in Education)
  • LAGB EC (Linguistics Association of Great Britain Education Committee)
  • NCELP (National Centre for Excellence for Language Pedagogy)
    • OASIS (Open Accessible Summaries In Language Studies)
  • RIPL (Research in Primary Languages) network
  • Language Transitions
  • APPGMFL (All-Party Parliamentary Group on Modern Foreign Languages)

 

Similar organisations in other countries:

  • International
    • ERL Association (International Association for the Educational Role of Language)
      • ERL ASSOCIATION has two aims: to study and boost the position of language in education & to bridge the gap between linguistic and educational studies. It welcomes educationalists interested in language issues and linguists pursuing pedagogical studies so as to retain the balance between the two disciplines. Broadly speaking, we focus on the educational role of language at the level of SCHOOLING, CULTURE, METHODS, AND PERSONALITY. Equally important is our narrower – student-oriented – perspective, whereby we study LANGUAGE BELIEFS (what students THINK OF language), LANGUAGE ACTIVITY (what they can DO WITH language), LANGUAGE AFFECT (how they FEEL ABOUT language) and LANGUAGE MATRICES (how they UNDERSTAND THROUGH language). Our ambition is to carry out – in cooperation with other academics and various scientific circles – COORDINATED COMPREHENSIVE STUDIES covering the said two (major and minor) scopes. ERL Association has arisen on the basis of ERL Network, whose members meet at ERL Conferences and it has recently launched ERL Journal (of the corresponding scope). Contact: educationalroleoflanguage@gmail.com. [author]
    • LISTEN (Linguistics In Schools Transatlantic Educational Network)
      • The LISTEN! initiative is a network of educators working in schools and universities across Europe and North and South America with an interest in developing Linguistics-oriented curricula and resources for primary/secondary (K-12) schools. The purpose of the network is to provide an opportunity for dialogue between educators and researchers around the world to share our findings and best practice; to find colleagues and collaborators; to discuss and develop Linguistics in Schools (LiS) initiatives; and to build a movement that works towards our common goal of bringing Linguistics to everyone. In particular, we help to pair up teachers in schools with researchers in local universities (and vice versa) to work together on LiS initiatives. We welcome educators and researchers from around the world to join our network and become part of the movement. We also welcome policymakers and other key stakeholders who would like to be involved in making Linguistics in Schools a reality. Contact: a.corr@bham.ac.uk  [author]
    • EduLing
      • The EduLing is a SIG (Special Interest Group) of ARLE (International Association for Research in L1 Education, former IAIMTE International Association for the Improvement of Mother Tongue Education). It associates a number of researchers from all over Europe and francophone Canada and is devoted to language education with a special focus on grammar teaching, locating it on the pedagogic system (on the interplay between learning, teaching, and the content). So far, this group has contributed to the field with two special issues on empirical and theoretical studies across linguistic regions (namely, Francophone, Anglophone, Germanic, Hispanic, Czech, Dutch, Finnish, and Polish areas, see Boivin et al., 2018, Rättyä et al., 2019), and regular meetings (discussion seminars: Tallinn 2014, Setúbal 2016, Białystok 2018, Nijmegen 2020; and symposia within IAIMTE/ARLE conferences: Paris 2013, Odense 2015, Tallinn 2017, Lisbon 2019). [author]
  • USA:
    • LiSC (Language in the School Curriculum)
      • The Language in the School Curriculum Committee of the Linguistic Society of America started in 1992. The Committee explores and pursues ways in which the linguistics community can advance K-12 curriculum and instruction about language and linguistics. The committee is primarily made up of linguists who work with teacher education, and it also has participation from primary and secondary education teachers. (Membership to teachers is now complimentary https://www.linguisticsociety.org/sites/default/files/K-12%20Membership%20Form%20Current_0.pdf.) The responsibilities of the Committee include but are not limited to
        • Maintaining communication among linguists and K-12 teachers who work in linguistics and K-12 education.
        • Promoting publication and distribution of research related to K-12 teaching and curricula.
        • Organizing symposia, panels, workshops, and sessions at the LSA Annual Meeting; supporting workshops and courses relevant to K-12 education at the LSA Institute.
        • Continuing to co-sponsor, with the National Council of Teachers of English, a session at the NCTE annual convention.
      • Partnering, when possible, with other organizations, such as the American Council on the Teaching of Foreign Languages, the American Association for the Advancement of Science, the Center for Applied Linguistics, the North American Computational Linguistics Olympiad and others, promoting and/or sponsoring activities and events; and with international organizations, including the Committee for Linguistics in Education (UK) and the International Association for the Educational Role of Language.
      • Coordinating with other LSA committees (Committee on Public Policy, Public Relations Committee, and others) to promote issues, programs, and policies related to K-12 education on language.
    • The initiative of the LSA to create an AP (Advanced Placement) course in linguistics
  • Australia: LiSC (Language in the School Curriculum) SIG (Special Interest Group) of the ALA (Australian Linguistics Association)
  • Germany: LiDi (Modern Linguistics & Language Didactics)
  • Spain (Barcelona):
    • GROC (Grammar Oriented to Competencies)
    • GREAL (Grup de Recerca sobre Ensenyament i Aprenentatge de Llengües)
      • The GREAL Group (Research Group on Teaching and Learning Languages), which was constituted over 25 years ago at the UAB under the leadership of Dr. Anna Camps, has drawn in language education in collaboration with educational practitioners (according to the idea that knowledge in language teaching grows out of the interaction between classroom practice and research at the university). It has focused on two types of interrelated research on the learning of both language use (specially writing) and grammar. This research is underpinned by the fundamental concept of metalinguistic activity as a social and cognitive activity and converging around a number of issues, namely the process in writing, students’ grammar concepts, a model for grammar instruction, the process of grammar learning within such a model, and the interplay between teachers’ concepts and writing-grammar instruction. [author]
    • GIEL (Interacció i Ensenyament de Llengües)
      • GIEL (Language Interaction and Teaching Group) aims to research in language teaching at all educational levels and in the different languages that the Department integrates (English, Catalan, Spanish, and French). While the group draws on the diverse contributions of its own and related areas of knowledge, it has a sociocultural orientation and communicative and pragmatic proposals that postulate the diversity and use of their reflection on language. By studying different aspects of the teaching and learning of languages, such as the grammar-writing interplay, the group wants to help advance the knowledge of language teaching in the context of multilingual education required by today’s society. In addition, it explores the history of the teaching of grammar in the Hispanic area and conducts classroom research within the framework of Instructional Sequences. Along with GREAL, it organizes the International Conference on Teaching Grammar (Valencia, 2014, Valencia 206, Barcelona 2019, the latter with more than 250 delegates from over 30 countries). [author]

 

 

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